HOW STUDENTS ARE FORMED
SPIRITUALLY ONLINE
CORNÉ BEKKER, D. LITT. ET PHIL
THE QUEST TO BE PRESENT ONLINE
“What is important for an
incarnational pedagogy, whether
teaching in the classroom or
online, is the instructor’s own
participation in the truth and
salvation of God and the ability to
communicate and foster that
personal faith and insight among
students. Online education may
foster such communication. The
key is the instructor’s personal
communication rather than the
educational environment…. While
physical presence is crucial to
certain aspects of an
incarnational faith, it does not
seem to be an essential factor in
an incarnational pedagogy.”
(Gresham, 2006; p. 27)
Communal
Presence
Vocational
Presence
Pedagogical
Presence
COMMUNAL PRESENCE
Since formational praxis follows doctrinal beliefs (Barry, 2004), the
establishment of an authentic Biblical spirituality is pivotal in the
development of a Biblical praxis of spiritual formation.
Authentic Biblical spirituality and praxis of spiritual formation, are
always formed in community (Thiessen, 2005) and are
distinguished by:
(a) the consistent effort to be doctrinally “captive to the Word of
God” (Jürisson, 2000, p. 90),
(b) the disciplined practice of the Biblical and historical spiritual
disciplines of the church (Stortz, 2000),
(c) a serious engagement with the renewing and transforming
power of the Holy Spirit (Coe, 2000), and
(d) the ongoing commitment to serious Biblical scholarship and
faith integration in all academic disciplines (Schneiders,
2002).
VOCATIONAL PRESENCE
Educators who desire to facilitate the authentic
spiritual formation of their students should approach
their profession as a vocation (Marty, 2001), which is
spirituality energized by an ongoing desire for God
(Lane, 2000).
Palmer (2003) advocates a “pedagogy of the soul”
(p.382) that creates “a space that welcomes the soul”
(p.382) and forms relational trust (Gordon, 2002)
between students and the intended learning
outcomes of the institution.
PEDAGOGICAL PRESENCE
Educators that desire to facilitate spiritual formation in their
students must themselves possess an authentic Biblical spirituality
(Miller, 2005).
Groome (1988) outlines a four-fold description of an authentic
Biblical spirituality for educators:
(a) educators must have a “passion” for students that “promotes
the wholeness of shalom and the fullness of life for all” (p.15),
(b) educators must practice psychological, intellectual and
ecclesial hospitality where students come “into right
relationship” and discover “God’s presence in their lives”
(p.16),
(c) educators must exhibit a love for the religious and academic
traditions of their field, and finally
(d) the educator must be fully committed to the reign of God in
all spheres.
MEASURING SPIRITUAL FORMATION IN
ONLINE PROGRAMS
The spiritual formation of students in Christian, higher education is
characterized by:
(a) a desire for ‘wholeness’ (holiness) of life,
(b) a personal orientation towards God,
(c) an increase in the ability to discern the will of God within the
process of study,
(d) a desire to be captive to the Word of God,
(e) an increase in commitment to serious Biblical scholarship,
(f) an increase in active integration of faith in the work of
students,
(g) becoming more Christ-like in personal and public life, and
(h) a clearer perspective of the inner values that provide
meaning to life.
REFERENCES
Barry, W. A. (2004). Spiritual direction and the encounter with God. Mahwah: Paulist Press.
Coe, J. (2000). Intentional spiritual formation in the classroom: Making space for the Spirit in
the university. Christian Education Journal, 4(2), 85-110.
Gordon, D. T. (2002). Fuel for reform: The importance of trust in changing schools. Available
from www.smalschoolworkshop. Org/ffreform080802dtgordon.html Downloaded on May
1, 2009.
Gresham, J. (2006). The divine pedagogy as a model for online education. Teaching
Theology and Religion, vol. 9, no. 1, pp. 24-28.
Groome, T. H. (1988). The spirituality of the religious educator. Religious Education, 83(1), 920.
Jurisson, C. (2000). Evangelical spirituality: Captive to the Word of God. Word and World,
20(1), 91-93.
Lane, B. C. (2000). Excellence in teaching and a spirituality of desire. Horizons, 27(2), 311-321.
Marty, M. M. (2001). Spirituality at the crossroads. Christian Century, August 15-22, 8-9.
Miller, G. I. (2009). Essentials of the Wesleyan tradition, in Kulaga, J. S. & Vincent, J. P. (Eds.).
Cornerstones of spiritual vitality: Towards an understanding of Wesleyan spirituality in
Christian higher education. Wilmore: Asbury College.
Palmer, P. J. (2003). Teaching with heart and soul: Reflections on spirituality in teacher
education. Journal of Teacher Education, 54(5), 376-385.
Schneiders, S. M. (2002). Biblical spirituality. Interpretation, April, 133-142.
Stortz, M. E. (2000). Evangelical spirituality: Practicing the marks of the Church. Word and
World, 20(1), 91-95.
Thiessen, V. W. (2005). The great work to be born: Spiritual formation for leaders. Direction
34(1), 54-63.